Time on task in intensive modes of delivery

This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparabl...

Full description

Saved in:
Bibliographic Details
Published in:Distance education 2015-05, Vol.36 (2), p.231-245
Main Authors: Kuiper, Alison, Solomonides, Ian, Hardy, Lara
Format: Article
Language:English
Subjects:
Academic staff
Acceleration (Education)
Australia
College students
Computer Assisted Instruction
Computer Mediated Communication
Course organisation
Curriculum development
Delivery systems
Distance Education
Distance learning
Educational Technology
Electronic Learning
Faculty Workload
Flexible delivery
Foreign Countries
Higher Education
Intensive courses
Interviews
Learner Engagement
Nontraditional Education
Online Courses
Online learning
Online teaching
online technologies
Outcomes of Education
Semi Structured Interviews
Student assessment
Student engagement
student learning time
Student motivation
Student participation
Student teacher relationship
teacher strategies
Teaching methods
Time factors (Learning)
Time Management
Time on Task
Units of Study
University teaching
Web based courses
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparable learning outcomes to their full-semester counterparts and provide an opportunity for students to either retake failed units or to acquire credit for their chosen degrees in accelerated time. Organising teaching and learning through intensive modes of delivery may require different approaches to curriculum development and pedagogy compared to traditional unit planning and delivery, especially when the intensive delivery utilises online technologies. This paper explores strategies employed by successful intensive mode teachers in the development and delivery units for maximised student engagement. It concludes that many of these strategies are equally applicable in online and distance education regardless of the unit being intensive or otherwise.
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2015.1055058